CATEGORY
1. Introduction:......................................................................................................1
1.1 The reason for choosing the topic...................................................................1
1.2 Purpose of the study........................................................................................2
1.3. Research subjects...........................................................................................2
1.4. Research Methods..........................................................................................2
1.5 The new points of experience initiative...........................................................2
2. Content of experience initiative........................................................................3
2.1. The rationale of the experience initiative.......................................................3
2.2. The problem state before the application of experience.................................3
2.2.1. Advantage:...................................................................................................3
2.2.2. Difficulties...................................................................................................3
2.3. Solutions to solve problems...........................................................................4
2.3.1. Solution. Teach Pre - writing.......................................................................4
2.3.2. Solution . Teach the While - writing section...............................................7
2.3.3. Solution ....................................................................................................10
2.4. The effectiveness of the experience initiative for educational activities, with
self, colleagues and the school............................................................................13
3. Conclusions and recommendations.................................................................14
3.1. Conclusion....................................................................................................14
3.2. Recommendations........................................................................................14
LIST OF REFERENCES....................................................................................15
CATEGORY........................................................................................................16
THE INITIAL EXPERIENCE HAS BEEN CONFERENCED BY THE
EXPERIENCED EXPERIENCE COUNCIL FOR EDUCATION AND
TRAINING OF DISTRICT, PROVINCES AND HIGHER LEVELS OF C.....16
Appendix 1: Teaching illustrations......................................................................16
Appendix 2: More about the landscapes in Thanh Hoa......................................20

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mainly to coordinate with other oral skills to enrich classroom practice as well
as homework, to reinforce the . It also helps students to become familiar with the
style and structure of writing and learn how to use writing activities for a simple
purpose such as writing letters, writing addresses, messaging, fill in forms,
forms ....
In the process of teaching and learning English, through the experience of
18 years of class I found:
Writing skills are one of the hardest skills in any skill. It requires students
to have vocabulary, understand grammatical structures, ideas to outline when
writing. Writing skills help students to reproduce what they have learned, to help
them practice using the language efficiently and also to write the letters for the
children. The writing ability promotes the creativity of the student, which
reflects the results of listening, speaking, reading, grammar, vocabulary of

1


students, showing strengths, weaknesses, and also helps teachers easily to
perceive students' mistakes than when they speak.
Writing is a very important part of teaching and learning English, but at this
time, students are not good at this skill.
Derived from the requirements of the school level and actual teaching at
school. I find that students are limited in using these four skills in the English
language, especially in writing.
In the four skills of listening, speaking, reading, writing and writing, it is
necessary to express correctness, coherence, high precision in terms of words,
structure, etc. But after each article students can not synthesize the content
learned form, use wrong word, confused from, wrong word type ...
Therefore, I am always thinking about and researching solutions to improve
the quality and effectiveness of the school. One of the solutions to improve the
Thoughts -> Contemplation -> Writings.
Students learn to categorize different types of writing so that they have a
more accurate view of literary language.
1.3. Research subjects
As part of this initiative, I researched WRITE sections from Unit 1 to Unit
16 in English textbooks 8 and conducted with students in grade 8, Nga My
secondary school.
1.4. Research Methods
- Based on the characteristics of English Secondary School
- Requirement to renovate secondary school teaching methods
- Requirements of different types of exercises: written exercises with
tutorials or creative writing
- Study the curriculum carefully.
- Refer to the teaching hours of colleagues.
- Have students write in some other classes in the school.
1.5 The new points of experience initiative.
Through the experimental period, my colleagues found that the application
of these methods into the writing lesson has made the lesson less boring,
students are more active in learning, so the passionate passion With the subjects
improved, students who are weak and average are more confident and interested
in solving their tasks in guided writing, better students are goodat gaining their
knowledge in extra activities while being fluent with guided writing activities.


the School administrators, the Parents' Association, combined with the
implementation of the new teaching methods of the teachers themselves, have
brought into play the independence, creativity and skill of applying knowledge
practical, emotional impact, bring joy, excitement learning for students.
In recent years English is the third compulsory subject in high school, so
school administrators, parents and students are investing to improve the quality
of teaching and learning.
2.2.2. Difficulties.
- In fact, the teaching and learning teachers face many difficulties, because
the object of teaching is a student living in a disadvantaged commune, lacking in
material.
- Many students take lessons slowly, quickly forget. Therefore, learning
Vietnamese is difficult, practice writing English is even harder.
- In many families, their children's lack of attention and urgency of parents,
a small proportion of students have no self-learning sense, so the results are not
high.

3


Some lessons have long and difficult content for students, so teachers have
to work a lot.
- There is not enough vocabulary or sentence structure to express the
meaning.
- Understanding of social knowledge is limited
- Ability to use spoken English when writing.
- There is not enough information, information and insights on the topic
writing, so can not write true.
- Students often get discouraged with writing lessons.
I personally conducted a 15 minute test. (Content is Exercise 3 Page 15

%
12.2

quantity
28

%
68.3

quantity
6

%
14.6

5

12.2

28

68.3

6

14.6

41
2.3. Solutions to solve problems
I have specifically investigated the ability of the 8th grade students to write

Example: UNIT 12: "A vacation abroad" WRITE Section (text, page 118)
* Before teaching to write a postcard, the teacher directs the student to
follow the instruction step by step:
- Students read assignments.
- Teacher explain the requirements of the exercise: Imagine you are a
tourist on
Vacation in a certain place / city in Vietnam. Write a postcard to a friend
about your trip
- Ask students to list the activities they usually do while traveling
somewhere. (Activities on holidays)
+ sightseeing
+ take photograph
+ eat special food
+ buy and send postcards.
………
- Teachers set up a reasonable outline question system. Ask the students to
discuss the questions in groups and then answer the teacher's instructions. Such as:
T: Which place are you visiting?
S:I'm visiting Da Lat
T:Where?
S:In Lam Dong province, Vietnam
T: How do you feel about the people?
S: They are friendly, hospitable......
T: What’s the weather like?
S: It’s cold
T: Who did you meet there?
S: I met my Uncle Tan
T: Which places have you visited?
S: I've visited Truc Lam pagoda, Xuan Huong lake,
- Write the form with the answer system above, use the form written in the

The teacher presents the situation and explains the requirements of the
exercise. B) Through the conversation.
+ Hoa and Y & Y Green Group is having an environment month. They are
going to clean the lakes' banks, plant trees and flowers in the parks. Imagine that you
are Hoa and write a letter to your parents about the activities you are going to do
- Students compare and correct their own mistakes.
- Students read out their letter aloud.
- Teachers should accept the different interpretations of students if
appropriate.
- Classify students to write.
2.3.1. 3. Write articles with suggested words
- Introduce situations and vocabulary through pictures.
- Through speaking activities to test the student's knowledge and hence the
reason and content of the article.
- A guide to writing one or two sample sentences.
Ask the students to write articles. Example: UNIT 10 "Recycling" WRITE
Section (Teacher's Book, page 94) - Teacher hanging pictures, explaining
exercise requirements, instructing dry tea to repel mosquitoes.
Ask the students to see the paintings, use the suggested words, and write
instructions on how to remove the dried tea residue to repel mosquitoes
- Instruct students to write sentences.

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a. used/tea leaves/tea
T: Do you use the simple past or present simple in the passage?
S: The simple present.
T: writes a. First, take the used tea leaves from the pot.
- Then ask students to write the rest.

- Strangely/ rain/ stop/ as she/ get her classroom. She/ math exam/ Friday/
and/ she get up/ late.
- As she/ was leaving/it/ start/ rain/heavily. schoolbag / pool /and
everything/ get/ wet.
- Luckily, Uyen /enough time / finish .Uyen/ try /run /fast / she could.
- Teachers ask students to look at the pictures, read the hints and arrange
them in logical order.

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- Remind students to use the correct sentence, structure and extra words
when necessary.
- Can suggest to you this is the narrative form should use the past tense.
Example:
D. She had a math exam on Friday and she got up late. (More: the verb
"had," the definite "a", a verb phrase.
Answer:
d. She had a math exam on Friday and she got up late.
b. She realized her alarm clock did not go off.
e. As she was leaving home, it started to rain heavily.
h. Uyen tried to run fast as she could.
a. Suddenly, she stumbled against a rock and fell ( on to the rock).
f. Her schoolbag went into a pool (of water ) and everything got wet.
c. Strangely, the rain stopped as she got to her classroom.
g. Luckily, Uyen had enough time to finish her exam.
2.3.2.2.Solution effectively performs a post completion postcard
- Write the form with the answer system above, use the form written in the
previous lesson and the required words (Teacher may suggest)
- Request for each student

exercise. b) Through the conversation.
+Hoa and Y & Y Green Group is having an environment month. They are
going to clean the lakes’ banks, plant trees and flowers in the parks.
+Base on the dialogue in the book between Hoa and her aunt.Imagine that
you are Hoa and write a letter to your parents about the activities you are going
to do
- Students compare and correct their own mistakes.
- Students read out their letter aloud.
- Teachers should accept different interpretations of students if appropriate.
- Classify students to write.
Write articles with suggested words
- Introduce situations and vocabulary through pictures.
- Through speaking activities to test students' knowledge and thereby give
reasons and background content of the article.
- A guide to writing one or two sample sentences.
- Ask students to write articles. Example: UNIT 10 "Recycling" WRITE
Section (SGK, page 94) - Teacher hanging pictures, explaining exercise
requirements, instructing to make dried tea to chase mosquitoes.
Ask students to see the paintings, use suggested words, and write
instructions on how to make dried tea leaves to repel mosquitoes
Example: UNIT 12 "A vacation abroad" WRITE Section. (2 / page 118)
- Explain the requirements of the exercise.
- Let the students read through the hints to write a postcard.
- Ask the children to write a postcard.
- Call one or two students to write their postcards on the board.
- Correction, if needed.
* Imagineyou are a touriston vacationina certainplace/city in Vietnam.
Write a postcard to a friend about your trip. You need to cover the information
about: (Write and send your friend a postcard about your trip.
In the postcard you must have the following information )

Teach the Post - writing
- After the students have finished writing or the time set for the writing, the
teacher checks their writing in the following way: Students read their own aloud,
they read aloud her/ his friends write (they are written in a small handout for
reading or large format for sticking on the board or writing on paper to show on
the screen), or maybe the teacher provides sample text for students to refer to
Students comment, discover and correct posts. And here are some mistakes that
students can make when implementing such as:
2.3.3.1. Use the wrong word.
Example: UNIT 11 "Traveling around Vietnam" Section WRITE. (2 / page 106)
-from: house and home wrong: As she was leaving house, it started to rain heavily.
Right: As she was leaving home, it started to rain heavily.

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`

2.3.3.2. Confused word.
Between - among, shall - will, each other - one, should - would, ...
Example: UNIT 9 "A first - aid course" Section WRITE.
Wrong: I will phone you on Friday afternoon.
Right: I will phone you on Friday afternoon
2.3. 3.3. Wrong about type words:
Plurals, ordinary verbs with the third person singular (she, he, it), add –
ingor -ed verbs, etc.
For example: Everybody loves their parents and they want their parents to be
happy. After meal, they plaied the games ... She kept running around in circles.
2.3.3.4. Incomplete (the, a / an), possessive, punctuation.
Example: UNIT 6 "The young pioneers club" Section WRITE. (2 / page 59)

the mistake the teacher underlined, such as:
We ran to the bus stop and stopped playing the games. (-logical error), ...
In case there is not enough time to cure all the items, the children can go
home can cure themselves. After stimulation, the teacher may ask the students to
look at the picture to describe or recite the event, the other children hear and
comment right and wrong.
To write a complete paper, students must remember the vocabulary,
structure, the English and the form they will write. To help students remember,
teachers need to regularly check student work in class as well as at home. After
each lesson of writing, the teacher assigns homework (giving vocabulary,
structure) and instructs the children to write the same lesson for the next lesson
to continue the test.
If teachers regularly check the old posts will create habits of learning for
students.
In short, writing is one of the skills in English communication, because it is
the convergence and completion of vocabulary, grammatical structure of
English. Writing skills are also one of the main purposes of learning a foreign
language.
Language communication is the action of a written user to communicate to
the listener his or her own thoughts and attitudes about something that makes
people hear the same. Besides, writing skills are a great advance of the listeningspeaking-reading skills gained by the learners. The style of the skills varies.
When we say we can say short, in a nutshell, we can say the wrong things but
use actions and gestures to express ideas and intentions that listeners can still
understand. Use the rules of grammar to communicate smoothly in any situation
that language requires accuracy to avoid misunderstandings. For example, we
can not write a sentence like:
1 / She did not go to school yesterday because Lan was sick.
Because this sentence has two different subjects that make the listener
misunderstand. Instead, it must be written:
2 / Lan did not go to school yesterday morning because she was sick. Or

8
7
17.5
7
17.5
25
60.1
2
4.9
Total

7

17.1

7

17.1

25

60.1

2

4.9

41
In the school year 2017-2018, the quality of English-language subjects in
the 8th class has been improved, the number of excellent students has increased,

own sentences, passages and texts. English writing style.
They do not make mistakes as much as before, many of them have
completed their writing at a predetermined time, and especially the weak
students have been interested in writing articles.
Good teaching methods are appropriate to the level of the student, which is
interesting learning for students. I think, in order to teach English well, teachers
need to be passionate about their careers, continually improve their knowledge,
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learn new teaching methods or engage and raise awareness, to improve the
quality of education.
3.2. Recommendations.
a. For Education & Training Department:
I myself and my colleagues in the district generally want to recommend to
the Education & Training Department to open seminars, discussions on
innovating teaching methods and updating teaching methods, the latest exchange
of experience in teaching.
b. For the school.
It is necessary to enhance the addition of teaching and learning equipment
such as computers and projectors to serve the teaching work in line with the
specificities of the subjects, suitable with the local and local conditions.
The experiences I have presented above are inevitably inevitable. We look
forward to receiving comments from colleagues and people who are interested
in this content.
I sincerely thank.
CERTIFY OF THE PRINCIPAL
Nga My April 15, 2018
LEADER
I hereby declare that this is my

N0

Title of the topic

1.

Use the tips in the
readingskills leson
Use the tips in the
readingskills leson
Practical teaching skills
for 8th grade students of
Nga Thuy Secondary
School
Practice writing skills in
teaching English for 8th
grade students of Nga
Thuy Secondary School

2.
3.

4.

Rating rating
(Education at
district,
provincial ...)

Rating


Appendix 1: Teaching illustrations
( P. 91. Unit 14 – Write)
Unit14 :wonders of the world
Period 91:
Lesson 5:Write
I. Aim:
By the end of the lesson, students will be able to know how to write a letter
to a friend
II.The objectives:
Student can write a letter to a friend about a place they have visited
III.The teaching aids:
- Text books, lesson plan, chalks, pictures ...
IV. The teachingprocedure:
A.Class organizing: - Greetings
- Checking attendances
B. New lesson:

16


Teacher’s and Students’ activities
1,Warm – up:
- Ss repeat
- Give feedback
2.Pre- writing :
- Preteach vocabulary

-Ss read the letter and then complete
the letter by matching.

- ranger (n) người bảo vệ rừng, người
quản lý công viên
- edge (n) cạnh, mép
- canyon (n) hẻm núi
- breathtaking (adj) hấp dẫn, ngoạn
mục
- temperate (adj) ôn đới
- stone age (n) thời kỳ đồ đá
* Matching: (Write 1. P.135)
1. C 2. B 3. D 4. A
Outline
- Place:( Ha Long Bay, Cuc
Phuong National Park, etc.)
- Distance: ( about 100km, 12
hours by train…)
- Sights:
(beautiful,
breathtaking…)
- Weather: (temperate, sunny,
cool…)
- How do you feel (happy,
relaxed…)
Group B :
(date, month)
Dear Liz,
How are you ? I hope you and your
family still has a good health and you
will have a good result for your exam.
My class has just returned from a trip
to Tu Thuc Cave in Nga Thien village,

were built, grapefruit megalith, which
is the main entrance to the South, 3
DOORS 33.8 m long, 9.5 m wide by
15.17 m. The particularly large stone
building (up to 7 m long, 1.5 m high,
weighs about 15 tons).
Spending a day in the Lake House, we
have tasted the specialties of Vinh loc,
especially Che Lam candy with green
tea.
If you’ve ever in Thanh hoa province,
you must go to Vinh loc and some
famous scenic spots of Thanh hoa.
That’s all I have time to tell you about.
What do you plan to do during the
summer vaccation ? Write to me.
Your friend,
(Signature)

want to leave.
In front of the entrance to the Tu Thuc
cave, there are two poems in Han
scripture praising the beauty of the
goddess, a stone carved on the stone
of the Trinh Sam King with the Nam
Nguyen pseudonym, one on the high
cliff of Le Quy Don. Outside the door
there is a small temple called Son
Than temple.
Entering the inside of the cave of Tu

out ...
The Legend of Tu Thuc and the exotic

18


- T gives sample

scene inside the cave has created a
unique attraction for this place, and
enrich the destination for Thanh Hoa
tourism. In 1992, Tu Thuc Cave was
recognized as a national landscape
monument.
That’s all I have time to tell you
about. What do you plan to do during
the summer vaccation ? Write to me.
Your friend,
(Signature)

4.Post – writing :
- Work in groups and correct

- Ask the students to play a tour guide
and explain to tourists about the
destination of their homeland
5.Home work:
- Give tasks

- Let students do the exercises in the

Department maid district attorney, Ho Quy Ly was promoted to area power
outages ambassador. Shortly after, the Chinese officials said more international
style upper most ... 1379, additional State officials and private not let those
hands out U.S. marshals ... 1387, was named the program properly, the king
gave Chen a sword and a flag that says Van entire financial martial, military
virtues prodigy ... 1395, as the Thai women officers Enter the master, the major
international military programs Binh, Tuyen international central defender, great
time wearing gold line ... 1400, Ho Quy Ly Tran rob the house, claiming to be

20


king, the country was renamed Dai Ngu. 1406, Ming troops to invade our
country. Ho Quy Ly but organized against the war, but because the fundamental
Lake throne unjustly, the implementation of many policies offer benefits for his
clan first, to offend people, not unite people, so eventually fail. Ho Quy Ly was
arrested the Ming invaders repatriated in 1407, along with the Ho Nguyen
Trung, Ho HanThuong. Clearly does not take years.
a. Introduce the location into the Lake House.

The Lake House (a building by Ho Quy Ly 1397), also known as the Tay or
Tay Kinh (Vietnamese capital of West University), the An-ton (An active area of
the Sun Tran), the Western period (as in the West village West located in period),
Thach Thanh (castle built of stone), citadel (round the side of La Thanh
important) 2 located in Vinh Long and Vinh Tien and Vinh Loc district , Thanh
Hoa province. The citadel is a magnificent testimony and unique history and
civilization University Vietnam (late 14th century- early 15th century)
b. Demonstration of the size of the Lake House
Inside the cabinet there is a foreign ground-dimensional rectangular North South 870.5 m long, way east - west 883.5 meters long. Outer surface of the
inner vertical pair of stone blocks average size 2 mx 1 mx 0.70 m, present in the


Members are entirely based earthwork natural terrain , there are segments
connecting with rocks , take the mountain wall stone natural grandeur , there is
an angle to the line segment song.Ngay this field , is the remains of the
mountain trail , DC Son ( Thanh Vinh ) to Black mountain InuYasha ( Vinh
Long ) , the Spring mountain Observatory , Zhuo Feng , Dr. ( Vinh Ninh ) ,
mountain Kim Ngo ( Vinh Tien ) , Crouching Ox mountain , Elephant Mountain
( Vinh Quang Commune ) . There are also sections of the river dike Grapefruit
and Ma (Figure tr ) . Event , cumulative structure of the vertical surface of the
sloping nature shows clearly the military defense of La Thanh . On the other

23


hand , La Thanh also thoroughly connect the natural mountain as Elephant
Mountain , Mountain , DC , several sections of the river running under that
Bending Ma Grapefruit and function is to bring more flooding to the entire room
citadel . This is the cover of the traditional Vietnamese had been present at the
monument as Loa ( Hanoi) 3rd century BC , the Hoa Lu ( Ninh Binh ) 10th
century , Thang Long ( Hanoi) century, 11-18 .
Travelling to Tu Thuc cave in Nga Thien village, Nga Son Town.
In front of the entrance to the Consciousness, there are two poems in Han
scripture praising the beauty of the goddess, a stone carved on the stone of the
Trinh Sam goddess with the Nam Nguyen pseudonym, one on the high cliff of
Le Quy Don. Outside the door there is a small temple called Son Shrine.
Entering the inside of the cave of Tu Thuc, the visitor is a spacious outdoor arcshaped look like a giant bowl, on the ceiling with stalactites in the shape of a
beautiful peach, under the floor surviving vestiges. Tu Thuc worship and the
sparkling stalactites are like the treasure of gold, treasure of the human.
Follow the narrow corridor, visitors will enter the lobbies in. Around are
the stalactites silhouette sparkling, evoking images associated with the love of